2020 New Jersey Student Learning Standards - Career Readiness, Life Literacies, and Key Skills Introduction - NJ.gov
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2020 New Jersey Student Learning Standards – Career Readiness, Life Literacies, and Key Skills
Introduction
Career Readiness, Life Literacies, and Key Skills
Rapid advancements in technology and subsequent changes in the economy have created opportunities for individuals to compete and connect on a global
scale. In this increasingly diverse and complex world, the successful entrepreneur or employee must not only possess the requisite education for specific
industry pathways but also employability skills necessary to collaborate with others and manage resources effectively in order to establish and maintain
stability and independence. This document outlines concepts and skills necessary for New Jersey’s students to thrive in an ever-changing world. Intended
for integration throughout all K–12 academic and technical content areas, the New Jersey Student Learning Standards- Career Readiness, Life Literacies,
and Key Skills (NJSLS-CLKS) provides the framework for students to learn the concepts, skills, and practices essential to the successful navigation of
career exploration and preparation, personal finances and digital literacy.
Mission
Career readiness, life literacies, and key skills education provides students with the necessary skills to make informed career and financial decisions,
engage as responsible community members in a digital society, and to successfully meet the challenges and opportunities in an interconnected global
economy.
Vision
An education in career readiness, life literacies, and key skills fosters a population that:
• Continually self-reflects and seeks to improve the essential life and career practices that lead to success;
• Uses effective communication and collaboration skills and resources to interact with a global society;
• Possesses financial literacy and responsibility at home and in the broader community;
• Plans, executes, and alters career goals in response to changing societal and economic conditions; and
• Seeks to attain skill and content mastery to achieve success in a chosen career path.
New Jersey Department of Education June 2020 1Intent and Spirit of the Career Readiness, Life Literacies, and Key Skills Standards
The NJSLS-CLKS provide a framework of concepts and skills to be integrated into the foundational, academic and technical content areas to prepare
students to engage in the postsecondary options of their choice. Though the standard for 9.3 Career and Technical Education remains unchanged for now,
9.1 Personal Financial Literacy and 9.2 Career Awareness, Exploration, Preparation, and Training have been revised based on the feedback provided by
New Jersey educators. The personal financial literacy standard promotes not only the exploration of money management but also the psychology of
spending and saving that influences decisions related to finances. From discovering the concept and forms of money to exploring lines of credit and types
of insurance, these standards ensure a robust and comprehensive education in financial literacy from early elementary grades through high school. A new
standard, 9.4 Life Literacies and Key Skills, has been added to ensure our students are prepared with the necessary knowledge, skills and dispositions to
thrive in an interconnected global economy. For example, as a member of any community, the ability to communicate while collaborating in a group is
crucial to function effectively. In addition, whether in their personal lives or at work, individuals will need to be able to discern accurate and valid
information – given the unprecedented amount of information that is posted on the Internet daily – as well as leverage creativity and critical thinking skills
to solve local and global problems. In short, these standards provide students with a guide to interact in life and work regardless of the domain-specific
environment.
The NJSLS-CLKS reflect national and state standards as well as other national and international documents such as the National Financial Educators
Council Learner Framework & Standards for High School, College & Adults as well as those published by the Council for Economic Education,
JumpStart Coalition for Personal Financial Literacy, Partnership for 21st Century Skills, and The Asia Society.
Revised Standards
Framework for NJ Designed Standards
The design of this version of the NJSLS-Career Readiness, Life Literacies, and Key Skills (NJSLS-CLKS) is intended to:
• promote the development of curricula and learning experiences that reflect the vision and mission of Career Readiness, Life Literacies, and Key
Skills as stated at the beginning of this document;
• foster greater coherence and appropriate progressions across grade bands;
• establish meaningful connections among the major areas of study;
• prioritize the important ideas and core processes that are central and have lasting value beyond the classroom; and
• reflect the habits of mind central to Career Readiness, Life Literacies, and Key Skills that lead to post-secondary success.
New Jersey Department of Education June 2020 2Practices Disciplinary Concepts and
Core Ideas
Performance
Expectations
Vision and Mission
In this diagram:
• The Vision and Mission serve as the foundation for each content areas’ standards. They describe the important role of the discipline in the world
and reflect the various statutes, regulations, and policy.
• The Disciplinary Concepts and Core Ideas are the joists and play an integral role in the framing by making connections among the performance
expectations. Core ideas help to prioritize the important ideas and core processes that are central to a discipline and have lasting value beyond the
classroom. They provide clear guidance as to what should be the focus of learning by the end of each grade band level (i.e., end of grades 2, 5, 8,
and 12).
• The Performance Expectations are the studs and serve as the framework for what students should know and be able to do. They incorporate the
knowledge and skills that most important for students to know to be prepared for post-secondary success.
• The Practices are the roof and represent two key ideas. Positioned as the top of the house, they represent the apex of learning. The goal is for
students to internalize the practices (habits of mind) and be able to apply them to new situations outside the school environment. The practices
span across all aspects of the standards and are integral part of K–12 students’ learning of the disciplines.
New Jersey Department of Education June 2020 3Disciplinary Concepts
Financial Health
Financial wellbeing includes understanding how emotions, peer influencers, advertising, personal money habits, financial decision-making processes,
lifestyle choices, and personal financial values influence choices that are made involving finances. In addition, it includes topics that relate to planning and
aligning career opportunities and possible entrepreneurial objectives with financial goals.
Financial Psychology
By the end of grade 2 By the end of grade 5 By the end of grade 8 By the end of grade 12
• There’s a relationship between • An individual’s financial traits • An individual’s values and • To be fiscally responsible, an
an individual’s values, emotions, and habits affect his/her emotions will influence the individual’s finances should
and the ways he/she chooses to finances. ability to modify financial align with their values and goals.
spend money. behavior (when appropriate),
• Spending choices and their • Biological behavioral biases,
which will impact one’s
• External factors can influence intended and unintended psychology and unconscious
financial wellbeing.
the items that an individual consequences impact financial beliefs affect financial decision
wants or needs. outcomes and personal well- • Marketing techniques are making.
being. designed to encourage
• The ability to assess external
individuals to purchase items
• Not all financial information is information is a necessary skill
they may not need or want.
accurate or truthful. to make informed decisions
aligned to one’s goals.
New Jersey Department of Education June 2020 4Civic Financial Responsibility
By the end of grade 2 By the end of grade 5 By the end of grade 8 By the end of grade 12
There are actions an individual An individual can give back in • Philanthropic and charitable • Philanthropic, charitable, and
can take to help make this world areas that matter. organizations play important entrepreneurial organizations
a better place. roles in supporting the interests play distinctly different but
of individuals and local and vitally important roles in
global communities and the supporting the interests of local
issues that affect them. and global communities.
• Individuals can use their talents, • The potential for building and
resources and abilities to give using personal wealth includes
back. responsibility to the broader
community and an understanding
• The potential for building and
of the legal rights and
using personal wealth includes
responsibilities of being a good
responsibility to the broader
citizen.
community and an understanding
of the legal rights and
responsibilities of being a good
citizen.
New Jersey Department of Education June 2020 5Financial Landscape
Financial landscape incorporates building an awareness of the various forms of money, financial institutions, and the role of economic and government
influences has on one’s personal finances. Within the economic and government categories are topics such as consumer protection laws, taxes (e.g., impact
on income and/or investments), a general understanding of inflation, and how government policies can affect one’s personal finances.
Financial Institutions
By the end of grade 2 By the end of grade 5 By the end of grade 8 By the end of grade 12
Money comes in different People can choose to save There are a variety of factors that • There are ways to manage your
values, forms and uses. money in many places such as influence how well suited a accounts that provide you
home in a piggy bank, bank or financial institution and/or maximum benefits and
credit union. service will be in meeting an protection.
individual’s financial needs.
• There are factors you can use to
select financial institutions and
professionals that are best suited
for your needs.
Economic and Government Influence
By the end of grade 2 By the end of grade 5 By the end of grade 8 By the end of grade 12
n/a • Taxes are collected on a variety • Taxes affect one’s personal • Tax rates vary based on your
of goods and services at the finances. financial situation.
local, state, and federal levels.
• There are government agencies • There are different ways you can
• There is a broader economic and policies that affect the influence government policy to
system that influences your financial industry and the improve your financial situation.
financial goals. broader economy.
• There are agencies, laws, and
• There are agencies, laws, and • There are procedures required to resources to protect you as a
resources to protect individuals take advantage of consumer consumer.
as consumers. protection laws and assistance
programs.
New Jersey Department of Education June 2020 6Money Management
Money management includes examining various aspects of budgeting, building and maintaining a credit profile, loan and debt planning, identifying and
managing potential risks and investments, and understanding various insurance options.
Planning and Budgeting
By the end of grade 2 By the end of grade 5 By the end of grade 8 By the end of grade 12
• A budget is a plan that helps an • There are specific steps • A budget aligned with an • There are ways to align your
individual obtain his/her associated with creating a individual’s financial goals can investments with your personal
financial goals. budget. help prepare for life events. financial goals.
• Saving money is a habit that can • Saving money can impact an • Goals (e.g., higher education, • A budget may need to be
be developed. individual’s ability to address autos, and homes, retirement), modified as an individual’s
emergencies and accomplish affect your finances. career, financial goals (e.g.,
their short-and long-term goals. education, home ownership,
• There are strategies to decrease
retirement) and/or other life
and manage expenses.
situations change.
• Money management requires
understanding of cash flow
systems and business practices.
New Jersey Department of Education June 2020 7Risk Management and Insurance
By the end of grade 2 By the end of grade 5 By the end of grade 8 By the end of grade 12
There are ways to keep the Individuals can choose to accept • Individuals can choose to accept • A person’s tolerance for
things we value safely at home inevitable risk or take steps to some risk, to take steps to avoid investment risk can change
and other places. protect themselves by avoiding or reduce risk, or to transfer risk depending on factors such as life
or reducing risk. to others through the purchase of circumstances, financial goals
insurance. and economic conditions.
• Insurance can protect your • Different types of insurance have
personal finances. different costs and protections.
Credit and Debt Management
By the end of grade 2 By the end of grade 5 By the end of grade 8 By the end of grade 12
n/a n/a • There are strategies to increase • There are reasons and
your savings and limit debt. consequences to taking on debt.
• Credit management includes • There are ways to evaluate loans
making informed choices about and their impact on one’s
sources of credit and requires an personal financial plan.
understanding of the cost of • Borrowers have rights and
credit. responsibilities.
Credit Profile
By the end of grade 2 By the end of grade 5 By the end of grade 8 By the end of grade 12
n/a There are benefits to having a • There are strategies build and • Negative information in credit
positive credit history. maintain a good credit history. reports can affect a person’s
• Credit history affects personal credit score and financial
finances. options.
• Building and maintaining a good
credit history is a process.
• Debt reduces net worth.
• There are ways to ensure that
your credit is protected, and
information is accurate.
New Jersey Department of Education June 2020 8Career Awareness and Planning
By the end of grade 2 By the end of grade 5 By the end of grade 8 By the end of grade 12
• Different types of jobs require • An individual’s passions, • An individual’s strengths, • There are strategies an individual
different knowledge and skills. aptitude and skills can affect lifestyle goals, choices, and can use to increase his/her value
• Income is received from work in his/her employment and earning interests affect employment and and make him/herself more
different ways including regular potential. income. marketable in the job
payments, tips, commissions, • Income and benefits can vary • Developing and implementing marketplace.
and benefits. depending on the employer and an action plan is an essential step • Career planning requires
• There are benefits and type of job/career. for achieving one’s personal and purposeful planning based on
drawbacks to being an • There are a variety of factors to professional goals. research, self-knowledge, and
entrepreneur. consider before starting a • Early planning can provide more informed choices.
business. options to pay for post- • An individual’s income and
• Individuals can choose to accept secondary training and benefit needs and financial plan
inevitable risk or take steps to employment. can change over time.
protect themselves by avoiding • Employee benefits can influence • Incomes involve an
or reducing risk. your employment choices. understanding of the costs and
• Communication skills and time in preparing for a career
responsible behavior in addition field, interview and negotiation
to education, experience, skills, job searches, resume
certifications, and skills are all development, prior experience,
factors that affect employment and vesting and retirement plans.
and income. • Understanding income involves
• There are resources to help an an analysis of payroll taxes,
individual create a business plan deductions and earned benefits.
to start or expand a business. • There are ways to assess a
business’s feasibility and risk
and to align it with an
individual’s financial goals.
New Jersey Department of Education June 2020 9Creativity and Innovation
Creativity includes the use of a wide range of idea-creation techniques (such as brainstorming) to generate new and worthwhile ideas (both incremental
and radical concepts). Additionally, within creativity, flexibility is evident through the elaboration, refinement, analysis and evaluation of ideas in order to
maximize creative efforts. Originality and inventiveness in work may also be evident while understanding the real-world limits to adopting new ideas.
Failure is viewed as an opportunity to learn and adapt as well as understand that creativity and innovation is a long-term, cyclical process of small
successes and frequent mistakes.
By the end of grade 2 By the end of grade 5 By the end of grade 8 By the end of grade 12
Brainstorming can create new, • Collaboration with individuals • Gathering and evaluating • With a growth mindset, failure is
innovative ideas. with diverse perspectives can knowledge and information from an important part of success.
result in new ways of thinking a variety of sources, including
• Innovative ideas or innovation
and/or innovative solutions. global perspectives, fosters
can lead to career opportunities.
creativity and innovative
• Curiosity and willingness to try
thinking.
new ideas (intellectual risk-
taking) contributes to the
development of creativity and
innovation.
Critical Thinking and Problem-solving
Critical thinking involves the ability to use various types of reasoning as appropriate to the situation. Essential to critical thinking is systems thinking,
which analyzes how parts of a whole interact together to produce outcomes. Critical thinking also includes making judgements and decisions by analyzing
evidence, claims, points of view then communicating the interpretation of both the information and conclusions based on the best analysis. In tandem with
critical thinking, problem solving involves the ability to generate and execute a solution to a problem. Problem solving occurs through one’s use of
initiative and flexibility to use trial and error to solve a problem until a successful solution is found.
By the end of grade 2 By the end of grade 5 By the end of grade 8 By the end of grade 12
Critical thinkers must first The ability to solve problems • Multiple solutions exist to solve • Collaboration with individuals
identify a problem then develop effectively begins with gathering a problem. with diverse experiences can aid
a plan to address it in order to data, seeking resources, and in the problem-solving process,
• An essential aspect of problem
effectively solve a problem. applying critical thinking skills. solving is being able to self- particularly for global issues
reflect on why possible solutions where diverse solutions are
for solving problems were or needed.
were not successful.
New Jersey Department of Education June 2020 10Digital Citizenship
By the end of grade 2 By the end of grade 5 By the end of grade 8 By the end of grade 12
• Digital artifacts can be owned by • Intellectual property rights exist • Detailed examples exist to • Laws govern the use of
individuals or organizations. to protect the original works of illustrate crediting others when intellectual property and there
individuals. It is allowable to use incorporating their digital are legal consequences to
• Individuals should practice safe
other people’s ideas in one’s artifacts in one’s own work. utilizing or sharing another’s
behaviors when using the
own work provided that proper originals works without
Internet. • There are tradeoffs between
credit is given to the original permission or appropriate credit.
allowing information to be
• An individual’s digital footprint source.
public and keeping information • Laws govern many aspects of
reflects the various actions an
• Sending and receiving copies of private and secure. computing, such as privacy,
individual makes online, both
media on the internet creates the data, property, information, and
positive and negative. • Digital footprints are publicly
opportunity for unauthorized use identity. These laws can have
accessible, even if only shared
• Digital communities allow for of data, such as personally beneficial and harmful effects,
with a select group. Appropriate
social interactions that can result owned video, photos, and music. such as expediting or delaying
measures such as proper
in positive or negative outcomes. advancements in computing and
• Digital identities must be interactions can protect online
protecting or infringing upon
• Young people can have a managed in order to create a reputations.
people’s rights.
positive impact on the natural positive digital footprint.
• Digital communities are used by
world in the fight against climate • Cultivating online reputations
• Digital tools have positively and Individuals to share information,
change. for employers and academia
negatively changed the way organize, and engage around
requires separating private and
people interact socially. issues and topics of interest.
professional digital identities.
• Digital engagement can improve • Digital technology and data can
• Digital communities influence
the planning and delivery of be leveraged by communities to
many aspects of society,
climate change actions. address effects of climate
especially the workforce. The
change.
increased connectivity between
people in different cultures and
different career fields have
changed the nature, content, and
responsibilities of many careers.
New Jersey Department of Education June 2020 11By the end of grade 2 By the end of grade 5 By the end of grade 8 By the end of grade 12
• Network connectivity and
computing capability extended
to objects, sensors and everyday
items not normally considered
computers allows these devices
to generate, exchange and
consume data with minimal
human intervention. Leveraging
Internet of Things (IoT) to
combat climate change can
address climate issues with
greater efficacy.
• Technologies such as Artificial
Intelligence (AI) and blockchain
can help minimize the effect of
climate change.
Global and Cultural Awareness
To possess a cultural and global awareness is to fully understand that individuals are composed of complex cultural backgrounds, which are influenced by
a multitude of factors. Armed with this crucial understanding, individuals can then better learn and work collaboratively with people from diverse cultures,
religions and lifestyles in a spirit of mutual respect and open dialogue, whether in a personal, work, or community-based context. Such an awareness also
stresses the importance of recognizing and understanding the rich histories and multitude of languages of other nations and cultures.
By the end of grade 2 By the end of grade 5 By the end of grade 8 By the end of grade 12
Individuals from different Culture and geography can Awareness of and appreciation Solutions to the problems faced
cultures may have different shape an individual’s for cultural differences is by a global society require the
points of view and experiences. experiences and perspectives. critical to avoid barriers to contribution of individuals with
productive and positive different points of view and
interaction. experiences.
New Jersey Department of Education June 2020 12Information and Media Literacy
Information and Media Literacy empowers learners to access, retrieve and produce well managed resources. This access promotes and fosters inquiry
learning as well as a deep understanding of target knowledge, skills or concepts. Information and Media Literacy is the vehicle for learners to pursue and
create relevant information using the opportunities of high-quality materials. Information and media literacy also includes a basic understanding of ethical
use of information.
By the end of grade 2 By the end of grade 5 By the end of grade 8 By the end of grade 12
• Digital tools and media • Digital tools and media • Increases in the quantity of • Advanced search techniques can
resources provide access to vast resources provide access to vast information available through be used with digital and media
stores of information that can be stores of information, but the electronic means have resources to locate information
searched. information can be biased or heightened the need to check and to check the credibility and
inaccurate. sources for possible distortion, the expertise of sources to
• Digital tools can be used to
exaggeration, or answer questions, solve
display data in various ways. • Digital tools can be used to
misrepresentation. problems, and inform the
modify and display data in
• A variety of diverse sources, decision-making.
various ways that can be • Digital tools make it possible to
contexts, disciplines and cultures
organized to communicate ideas. analyze and interpret data, • Digital tools such as artificial
provide valuable and necessary
including text, images, and intelligence, image enhancement
information that can be used for • Accurate and comprehensive
sound. These tools allow for and analysis, and sophisticated
different purposes. information comes in a variety
broad concepts and data to be computer modeling and
of platforms and formats and is
• Information is shared or more effectively communicated. simulation create new types of
the basis for effective decision-
conveyed in a variety of formats information that may have
making. • The mode of information can
and sources. profound effects on society.
convey a message to consumers
• Specific situations require the These new types of information
or an audience.
use of relevant sources of must be evaluated carefully.
information. • Sources of information are
• In order for members of our
evaluated for accuracy and
society to participate
relevance when considering the
productively, information needs
use of information.
to be shared creatively and
• There are ethical and unethical ethically.
uses of information and media.
• Accurate information may help
in making valuable and ethical
choices.
New Jersey Department of Education June 2020 13Technology Literacy
By the end of grade 2 By the end of grade 5 By the end of grade 8 By the end of grade 12
• Digital tools have a purpose. • Different digital tools have • Some digital tools are • Digital tools differ in features,
different purposes. appropriate for gathering, capacities, and styles.
• Collaboration can simplify the
organizing, analyzing, and Knowledge of different digital
work an individual has to do and • Collaborating digitally as a team
presenting information, while tools is helpful in selecting the
sometimes produce a better can often develop a better
other types of digital tools are best tool for a given task.
product. artifact than an individual
appropriate for creating text,
working alone. • Collaborative digital tools can be
visualizations, models, and
used to access, record and share
communicating with others.
different viewpoints and to
• Digital tools allow for remote collect and tabulate the views of
collaboration and rapid sharing groups of people.
of ideas unrestricted by
geographic location or time.
New Jersey Department of Education June 2020 14Career Readiness, Life Literacies, and Key Skills Practices
Career Readiness, Life Literacies, and Key Skills Practices describe the habits of the mind that all educators in all content areas should seek to develop in
their students. They are practices that have been linked to increase college, career, and life success. These practices should be taught and reinforced in all
content areas with increasingly higher levels of complexity and expectation as a student advances through a program of study.
Practice Description
Act as a responsible and Students understand the obligations and responsibilities of being a member of a community, and they demonstrate
contributing community members this understanding every day through their interactions with others. They are conscientious of the impacts of their
and employee. decisions on others and the environment around them. They think about the near-term and long-term consequences
of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and
workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in
activities that serve the greater good.
Attend to financial well-being. Students take regular action to contribute to their personal financial well-being, understanding that personal
financial security provides the peace of mind required to contribute more fully to their own career success.
Consider the environmental, social Students understand the interrelated nature of their actions and regularly make decisions that positively impact
and economic impacts of and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize
decisions. new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it
relates to the impact on the social condition, the environment and the profitability of the organization.
Demonstrate creativity and Students regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in
innovation. a useful and productive manner to improve their organization. They can consider unconventional ideas and
suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add
greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those
ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an
organization.
Utilize critical thinking to make Students readily recognize problems in the workplace, understand the nature of the problem, and devise effective
sense of problems and persevere in plans to solve the problem. They are aware of problems when they occur and take action quickly to address the
solving them. problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully
consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the
problem is solved, whether through their own actions or the actions of others.
New Jersey Department of Education June 2020 15Practice Description
Model integrity, ethical leadership Students consistently act in ways that align personal and community-held ideals and principles while employing
and effective management. strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on
this understanding in every decision. They use a variety of means to positively impact the directions and actions of
a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or
beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on
productivity, morals and organizational culture.
Plan education and career paths Students take personal ownership of their own education and career goals, and they regularly act on a plan to attain
aligned to personal goals. these goals. They understand their own career interests, preferences, goals, and requirements. They have
perspective regarding the pathways available to them and the time, effort, experience and other requirements to
pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and
experiential process, and they recognize that nearly all career paths require ongoing education and experience.
They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal
goals.
Use technology to enhance Students find and maximize the productive value of existing and new technology to accomplish workplace tasks
productivity increase collaboration and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient
and communicate effectively. with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of
technology applications, and they take actions to prevent or mitigate these risks.
Work productively in teams while Students positively contribute to every team, whether formal or informal. They apply an awareness of cultural
using cultural/global competence. difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and
contribution of all team members. They plan and facilitate effective team meetings.
Standards in Action: Climate Change
The NJSLS-CLKS includes the skills, knowledge and practices necessary for success in an increasingly complex world and changing natural environment.
Climate change is included in these standards. Collaborating to solve a problem, approaching a solution with innovation, and determining the validity of a
source of information are all essential skills required in the standards and necessary for students to possess to maintain awareness of and successfully
address climate change.
Climate change can be integrated into the teaching of these standards in a few ways. For example, middle school students could develop a plan for
implementing an environmentally focused project in the local community such as protecting a wetland or developing an urban greenway along a stream.
New Jersey Department of Education June 2020 16The plan would include goals, priorities and necessary resources. In a career and technical education program, as a part of a green building design
integrated project, students could explore various sustainable and reclaimed products used for construction. After researching several sources, students
would create a collage of information, share with their classmates and take notes on new products and ideas.
Structure of the NJSLS-CLKS
The organization and content of the NJSLS-Career Readiness, Life Literacies, and Key Skills include the following areas:
• Standard 9.1 Personal Financial Literacy: This standard outlines the important fiscal knowledge, habits, and skills that must be mastered in order
for students to make informed decisions about personal finance. Financial literacy is an integral component of a student's college and career
readiness, enabling students to achieve fulfilling, financially-secure, and successful careers.
• Standard 9.2 Career Awareness, Exploration, Preparation and Training. This standard outlines the importance of being knowledgeable about one's
interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.
• Standard 9.3: This standard outlines what students should know and be able to do upon completion of a CTE Program of Study.
• Standard 9.4 Life Literacies and Key Skills. This standard outline key literacies and technical skills such as critical thinking, global and cultural
awareness, and technology literacy* that are critical for students to develop to live and work in an interconnected global economy.
The core ideas are derived from the disciplinary concepts and students’ understandings increase in sophistication over time as they engage with these ideas
in new and varied contexts. The core ideas are what is most essential for students to learn and represent the knowledge and skills that they should be able
to apply to new situations outside of the school experience. Curriculum writers and educators can use these core ideas as the basis for formative,
summative, and benchmark assessments.
The performance expectations describe what students should know and be able to do. It is expected that curriculum writers and educators will bundle these
performance expectations together in meaningful ways as a basis for classroom instruction and to guide the creation of formative, summative, and
benchmark assessments.
*Please note that the concepts and skills previously included in 8.1 Educational Technology of the 2014 NJSLS - Technology have been expanded and
integrated across multiple disciplinary concepts in draft 2020 NJSLS-CLKS 9.4 Life Literacies and Key Skills. Given the ubiquity of technology, our
students will continue to be required to demonstrate increasing levels of proficiency to access, manage, evaluate, and synthesize information in their
personal, academic, and professional lives. Therefore, the standards that were housed in one discipline have been enhanced and restructured to reflect the
need for student learning in technology literacy, digital citizenship, and information and media literacy.
New Jersey Department of Education June 2020 17Interdisciplinary Connections
NJAC 6A:8-3.1(c) requires the inclusion of interdisciplinary connections throughout the curriculum as well the integration of 21st Century skills and
themes. Since 9.4 Life Literacies and Key Skills outlines concepts and skills that can be addressed throughout the curriculum, some performance
expectations are followed by citations to related standards in other content areas. An example of this feature is as follows:
9.4.8.CT.2: Develop multiple solutions to a problem and evaluate short- and long-term effects to determine the most plausible option (e.g., MS-
ETS1-4, 6.1.8.CivicsDP.1).
The standard references that follow the 9.4 Life Literacies and Key Skills performance expectations are connections from other content areas that address
the skills outlined in the 9.4 standards. Please note that the references do not represent an exhaustive list of content-specific standards connected to that
expectation. That is, there are certainly more standards that address the draft performance expectation listed above. However, as school districts develop
curricula that integrate 21st Century Skills and interdisciplinary connections, this feature will prove to be a solid foundation on which to build that work.
Sourcing
Throughout draft 2020 NJSLS-CLKS 9.4 Life Literacies and Key Skills, the core ideas and performance expectations contain terms “sources,” “evidence,”
and “resources.” Indeed, as students develop necessary skills and strategies to evaluate sources and recognize bias, these references should invoke the
engagement of a certified school library media specialist to not only select and curate appropriate sources but also to provide professional development to
fellow educators in this area.
Coding of Performance Expectations
For NJSLS-CLKS, abbreviated forms of the disciplinary concepts are included in the alphanumeric code. The disciplinary concepts were abbreviated as
follows:
• Civic Financial Responsibility (CFR) • Career Awareness and Planning (CAP)
• Credit Profile (CP) • Creativity and Innovation (CI)
• Financial Psychology (FP) • Critical Thinking and Problem-Solving (CT)
• Financial Institutions (FI) • Digital Citizenship (DC)
• Planning and Budgeting (PB) • Global and Cultural Awareness (GCA)
• Risk Management and Insurance (RMI) • Information and Media Literacy (IML)
• Economic and Government Influences (EGI) • Technology Literacy (TL)
New Jersey Department of Education June 2020 18For standards 9.1, 9.2, and 9.4, the performance expectation code should be interpreted as follows (e.g., 9.1.5.CT.1):
9.1 5 CT 1
Standard number By the end of Strand Performance
grade Disciplinary Expectation
Concept
New Jersey Legislative Statutes and Administrative Code
Curriculum Development: Integration of 21st Century Skills and Themes and Interdisciplinary Connections
District boards of education shall be responsible for the review and continuous improvement of curriculum and instruction based upon changes in
knowledge, technology, assessment results, and modifications to the NJSLS, according to N.J.A.C. 6A:8-2.
1. District boards of education shall include interdisciplinary connections throughout the K–12 curriculum.
2. District boards of education shall integrate into the curriculum 21st century themes and skills (N.J.A.C. 6A:8-3.1(c).
Twenty-first century themes and skills integrated into all content standards areas (N.J.A.C. 6A:8-1.1(a)3).
“Twenty-first century themes and skills” means themes such as global awareness; financial, economic, business, and entrepreneurial literacy; civic
literacy; health literacy; learning and innovation skills, including creativity and innovation, critical thinking and problem solving, and
communication and collaboration; information, media, and technology skills; and life and career skills, including flexibility and adaptability,
initiative and self-direction, social and cross-cultural skills, productivity and accountability, and leadership and responsibility.
Amistad Law: N.J.S.A. 18A 52:16A-88
Every board of education shall incorporate the information regarding the contributions of African-Americans to our country in an appropriate place in the
curriculum of elementary and secondary school students.
Holocaust Law: N.J.S.A. 18A:35-28
Every board of education shall include instruction on the Holocaust and genocides in an appropriate place in the curriculum of all elementary and
secondary school pupils. The instruction shall further emphasize the personal responsibility that each citizen bears to fight racism and hatred whenever and
wherever it happens.
New Jersey Department of Education June 2020 19LGBT and Disabilities Law: N.J.S.A. 18A:35-4.35
A board of education shall include instruction on the political, economic, and social contributions of persons with disabilities and lesbian, gay,
bisexual, and transgender people, in an appropriate place in the curriculum of middle school and high school students as part of the district’s
implementation of the New Jersey Student Learning Standards (N.J.S.A.18A:35-4.36) A board of education shall have policies and procedures in
place pertaining to the selection of instructional materials to implement the requirements of N.J.S.A. 18A:35-4.35.
References
Carolan, C. A. (2007). The ABCs of Credit Card Finance: Essential Facts for Students. Trenton, NJ: New Jersey Coalition for Financial Education.
Colvin, R. L., & Edwards, V. (2018). Teaching for Global Competence in a Rapidly Changing World. OECD Publishing.
Jump$tart Coalition for Personal Financial Literacy. (2007). National Standards in K–12 Personal Finance Education: With benchmarks, knowledge
statements, and glossary (3rd ed.). Online: http://www.jumpstart.org/national-standards.html.
Kendall, J. S., & Marzano, R J. (2000). Content Knowledge: A Compendium of Standards and Benchmarks for K–12 Education (3rd ed.). Aurora, CO:
Mid-Continental Research for Education and Learning, & Alexandria, VA: Association for Supervision and Curriculum Development.
Lai, E., DiCerbo, K., & Foltz, P. (2017). Skills for Today: What We Know about Teaching and Assessing Collaboration. Pearson.
Lankshear, C., & Knobel, M. (2011). New literacies. McGraw-Hill Education (UK).
Mansilla, V. B., Jackson, A., & Jacobs, I. H. (2013). Educating for global competence: Learning redefined for an interconnected world.
Mansilla, V. B., & Jackson, A. (2012). Preparing Our Youth to Engage the World. Council Of Chief State School Officers. Edsteps Initiative And Asia
Society Partnership For Global Learning (CCSSO) Www. Edsteps. org/ccsso/Educating for Global Competence. Retrieved, 21(3). National Career
Development Guidelines.
National Education Association. (2012). Preparing 21st century students for a global society: An educator’s guide to the “Four Cs”. Alexandria, VA:
National Education Association.
New Jersey State Department of Education. (1996). New Jersey Core Curriculum Content Standards. Trenton, NJ: Author.
New Jersey State Department of Education. (1999). Career Education and Consumer, Family, and Life Skills Framework. Trenton, NJ: Author.
New Jersey State Department of Education. (2004). New Jersey Core Curriculum Content Standards. Standard 9: Career Education and Consumer,
Family, and Life Skills. Trenton, NJ: Author.
New Jersey State Department of Education. (2008). Standards clarification project. Trenton. NJ: Author. Online: http://www.nj.gov/education/aps/njscp
New Jersey Department of Education June 2020 20New Jersey State Department of Education. (2009). New Jersey Core Curriculum Content Standards. Trenton, NJ: Author.
New Jersey State Department of Education. (2014). New Jersey Student Learning Standards. Trenton, NJ: Author.
Wiggins, G., & McTighe, J. (2005). Understanding by Design (expanded 2nd ed.). Alexandria, VA: Association for Curriculum and Development.
Partnership for 21st Century Learning. (2009). Framework for 21st Century Learning. Online: http://www.21stcenturyskills.org.
Partnership for 21st Century Learning. (2017). Framework for 21st Century Learning for Early Childhood. Online:
https://www.battelleforkids.org/networks/p21/frameworks-resources.
Ventura, M., Lai, E., & DiCerbo, K. (2017). Skills for today: What we know about teaching and assessing critical thinking. Retrieved March, 29, 2020.
New Jersey Department of Education June 2020 212020 New Jersey Student Learning Standards – Career Readiness, Life Literacies, and Key Skills
9.1 Personal Financial Literacy by the End of Grade 2
Civic Responsibility
Core Ideas Performance Expectations
There are actions an individual can take to help make this • 9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and
world a better place. community.
• 9.1.2.CR.2: List ways to give back, including making donations,
volunteering, and starting a business.
Financial Institutions
Core Ideas Performance Expectations
Money comes in different values, forms, and uses. 9.1.2. FI.1: Differentiate the various forms of money and how they are
used (e.g., coins, bills, checks, debit and credit cards).
Financial Psychology
Core Ideas Performance Expectations
There is a relationship between an individual’s values, 9.1.2.FP.1: Explain how emotions influence whether a person spends or
emotions, and the ways he/she chooses to spend money. saves.
External factors can influence the items that an individual • 9.1.2.FP.2: Differentiate between financial wants and needs.
wants or needs. • 9.1.2.FP.3: Identify the factors that influence people to spend or save
(e.g., commercials, family, culture, society).
Planning and Budgeting
Core Ideas Performance Expectations
A budget is a plan that helps an individual obtain his/her 9.1.2.PB.1: Determine various ways to save and places in the local
financial goals. community that help people save and accumulate money over time.
Saving money is a habit that can be developed. 9.1.2.PB.2: Explain why an individual would choose to save money.
New Jersey Department of Education June 2020 22Risk Management and Insurance
Core Ideas Performance Expectations
There are ways to keep the things we value safely at home 9.1.2.RM.1: Describe how valuable items might be damaged or lost and
and other places. ways to protect them.
New Jersey Department of Education June 2020 232020 New Jersey Student Learning Standards – Career Readiness, Life Literacies, and Key Skills
9.1 Personal Financial Literacy by the End of Grade 5
Civic Financial Responsibility
Core Ideas Performance Expectations
You can give back in areas that matter to you. 9.1.5.CR.1: Compare various ways to give back and relate them to your
strengths, interests, and other personal factors.
Credit Profile
Core Ideas Performance Expectations
There are benefits to having a positive credit history. 9.1.5.CP.1: Identify the advantages of maintaining a positive credit
history.
Economic and Government Influences
Core Ideas Performance Expectations
Taxes are collected on a variety of goods and services at • 9.1.5.EG.1: Explain and give examples of what is meant by the term
the local, state, and federal levels. “tax.”
• 9.1.5.EG.2: Describe how tax monies are spent
There is a broader economic system that influences your • 9.1.5.EG.3: Explain the impact of the economic system on one’s personal
financial goals. financial goals.
• 9.1.5. EG.4: Describe how an individual’s financial decisions affect
society and contribute to the overall economy.
There are agencies, laws, and resources to protect 9.1.5. EG.5: Identify sources of consumer protection and assistance.
individuals as consumers.
New Jersey Department of Education June 2020 24Financial Institutions
Core Ideas Performance Expectations
People can choose to save money in many places such as 9.1.5.FI.1: Identify various types of financial institutions and the services
home in a piggy bank, bank, or credit union. they offer including banks, credit unions, and credit card companies.
Financial Psychology
Core Ideas Performance Expectations
An individual’s financial traits and habits affect his/her • 9.1.5.FP.1: Illustrate the impact of financial traits on financial decisions.
finances. • 9.1.5.FP.2: Identify the elements of being a good steward of money.
Spending choices and their intended and unintended • 9.1.5.FP.3: Analyze how spending choices and decision-making can
consequences impact financial outcomes and personal well- result in positive or negative consequences.
being. • 9.1.5.FP.4: Explain the role of spending money and how it affects well-
being and happiness (e.g., "happy money," experiences over things,
donating to causes, anticipation, etc.).
Not all financial information is accurate or truthful. 9.1.5.FP.5: Illustrate how inaccurate information is disseminated through
various external influencers including the media, advertisers/marketers,
friends, educators, and family members.
Planning and Budgeting
Core Ideas Performance Expectations
There are specific steps associated with creating a budget. 9.1.5.PB.1: Develop a personal budget and explain how it reflects
spending, saving, and charitable contributions.
Saving money can impact an individual’s ability to address 9.1.5.PB.2: Describe choices consumers have with money (e.g., save,
emergencies and accomplish their short-and long-term spend, donate).
goals.
New Jersey Department of Education June 2020 25Risk Management and Insurance
Core Ideas Performance Expectations
Individuals can choose to accept inevitable risk or take • 9.1.5.RMI.1: Identify risks that individuals and households face.
steps to protect themselves by avoiding or reducing risk. • 9.1.5.RMI.2: Justify reasons to have insurance.
New Jersey Department of Education June 2020 262020 New Jersey Student Learning Standards – Career Readiness, Life Literacies, and Key Skills
9.1 Personal Financial Literacy by the End of Grade 8
Civic Financial Responsibility
Core Ideas Performance Expectations
Philanthropic and charitable organizations play important 9.1.8.CR.1: Compare and contrast the role of philanthropy, volunteer
roles in supporting the interests of individuals and local and service, and charities in community development and the quality of life
global communities and the issues that affect them. in a variety of cultures.
Individuals can use their talents, resources, and abilities to • 9.1.8.CR.2: Compare various ways to give back through strengths,
give back. passions, goals, and other personal factors.
The potential for building and using personal wealth • 9.1.8.CR.3: Relate the importance of consumer, business, and
includes responsibility to the broader community and an government responsibility to the economy and personal finance.
understanding of the legal rights and responsibilities of • 9.1.8.CR.4: Examine the implications of legal and ethical behaviors
being a good citizen. when making financial decisions.
Credit and Debt Management
Core Ideas Performance Expectations
There are strategies to increase your savings and limit debt. • 9.1.8.CDM.1: Compare and contrast the use of credit cards and debit cards
for specific purchases and the advantages and disadvantages of using each.
• 9.1.8.CDM.2: Demonstrate an understanding of the terminology
associated with different types of credit (e.g., credit cards, installment
loans, mortgages, lines of credit) and compare and calculate the interest
rates associated with each.
Credit management includes making informed choices • 9.1.8.CDM.3: Compare and contrast loan management strategies,
about sources of credit and requires an understanding of the including interest charges and total principal repayment costs.
cost of credit. • 9.1.8.CDM.4: Evaluate the application process for different types of loans
(e.g., credit card, mortgage, student loans).
New Jersey Department of Education June 2020 27Credit Profile
Core Ideas Performance Expectations
There are strategies to build and maintain a good credit • 9.1.8.CP.1: Compare prices for the same goods or services.
history. • 9.1.8.CP.2: Analyze how spending habits affect one’s ability to save.
• 9.1.8.CP.3: Explain the purpose of a credit score and credit record, the
factors and impact of credit scores.
• 9.1.8.CP.4: Summarize borrower’s credit report rights.
Credit history affects personal finances. 9.1.8.CP.5: Compare the financial products and services available to
borrowers relative to their credit worthiness.
Economic and Government Influences
Core Ideas Performance Expectations
Taxes affect one’s personal finances. • 9.1.8.EG.1: Explain how taxes affect disposable income and the
difference between net and gross income
• 9.1.8.EG.2: Explain why various sources of income are taxed differently.
There are government agencies and policies that affect the • 9.1.8.EG.3: Explain the concept and forms of taxation and evaluate how
financial industry and the broader economy. local, state and federal governments use taxes to fund public activities and
initiatives.
• 9.1.8.EG.4: Identify and explain the consequences of breaking federal
and/or state employment or financial laws.
• 9.1.8.EG.5: Interpret how changing economic and societal needs
influence employment trends and future education.
• 9.1.8.EG.6: Explain the economic principle of the circular flow of money
in different situations regarding buying products or services from a local
or national business and buying imported or domestic goods.
• 9.1.8.EG.7: Explain the effect of the economy (e.g., inflation,
unemployment) on personal income, individual and family security, and
consumer decisions.
• 9.1.8.EG.8: Analyze the impact of currency rates over a period of time
and the impact on trade, employment, and income.
There are procedures required to take advantage of 9.1.8.EG.9: Identify types of consumer fraud, the procedures for reporting
consumer protection laws and assistance programs. fraud, the specific consumer protection laws, and the issues they address.
New Jersey Department of Education June 2020 28Financial Institutions
Core Ideas Performance Expectations
There are a variety of factors that influence how well suited • 9.1.8.FI.1: Identify the factors to consider when selecting various financial
a financial institution and/or service will be in meeting an service providers.
individual’s financial needs. • 9.1.8.FI.2: Determine the most appropriate use of various financial
products and services to borrow and access money for making purchases
(e.g., ATM, debit cards, credit cards, check books, online/mobile
banking).
• 9.1.8.FI.3: Evaluate the most appropriate financial institutions to assist
with meeting various personal financial needs and goals.
• 9.1.8.FI.4: Analyze the interest rates and fees associated with financial
products.
Financial Psychology
Core Ideas Performance Expectations
An individual’s values and emotions will influence the • 9.1.8.FP.1: Describe the impact of personal values on various
ability to modify financial behavior (when appropriate), financial scenarios.
which will impact one’s financial well-being. • 9.1.8.FP.2: Evaluate the role of emotions, attitudes, and behavior
(rational and irrational) in making financial decisions.
• 9.1.8.FP.3: Explain how self-regulation is important to managing
money (e.g., delayed gratification, impulse buying, peer pressure,
etc.).
• 9.1.8.FP.4: Analyze how familial and cultural values influence
savings rates, spending, and other financial decisions.
• 9.1.8.FP.5: Determine how spending, investing, and using credit
wisely contributes to financial well-being.
Marketing techniques are designed to encourage • 9.1.8.FP.6: Compare and contrast advertising messages to
individuals to purchase items they may not need or understand what they are trying to accomplish.
want. • 9.1.8.FP.7: Identify the techniques and effects of deceptive
advertising.
New Jersey Department of Education June 2020 29You can also read
